Vocabulary Development in Children with Hearing Loss

This line of research explores how characteristics of children and their environments contribute to their vocabulary knowledge. Within the CHLLD lab, we have explored how mothers input new words to their children with and without cochlear implants (Lund & Schuele, 2015) and how the timing of auditory and visual input contributes to the words children know (Lund & Schuele, 2017). Most recently, we considered how children contribute to their own word-learning opportunities (Lund, 2018):

Did you know? Children with cochlear implants are less likely to ask about new objects (or toys) than their peers with normal hearing.

Early Literacy in Children with Hearing Loss

This line of research considers how monolingual English and bilingual Spanish-English speaking preschool children with hearing loss develop literacy skills. We have considered how the quantity of vocabulary knowledge relates to phonological awareness development (the sub-conscious awareness that words are made up of individual sounds; Lund, Werfel, & Schuele, 2015). A current project funded by the NIDCD at the National Institutes of Health considers how quality of vocabulary knowledge in children with cochlear implants relates to phonological awareness development.

Did you know? Children with hearing loss follow different trajectories to develop literacy-related skills than children without hearing loss. Look for our ELLA study to find out more! #ELLAStudy

This line of research investigates how speech-language pathologists can best support parents to be their child’s primary language teacher. In a study funded by the American Speech Language Hearing Foundation, we found that parents of children learn to change their language input to their children in a very short period of time! However, we have more work to do to find out how to help parents maintain those habits over time (Lund, 2018).

Did you know? Children with hearing loss learn words best when those words are tied to other things they already know. For example, eating popcorn while teaching the word “popcorn” is a very effective way to teach that new word!

Parents as Teachers for Children with Hearing Loss

This line of research investigates how speech-language pathologists can best support parents to be their child’s primary language teacher. In a study funded by the American Speech Language Hearing Foundation, we found that parents of children learn to change their language input to their children in a very short period of time! However, we have more work to do to find out how to help parents maintain those habits over time (Lund, 2018).

Did you know? Children with hearing loss learn words best when those words are tied to other things they already know. For example, eating popcorn while teaching the word “popcorn” is a very effective way to teach that new word!

Recruitment Information

We are looking for children with and without hearing loss who are 4, 5, 6, or 7 years old.

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